The authors define broaching as the counselor's ability to consider how sociopolitical factors such as race influence the client's counseling concerns. The counselor must learn to recognize the cultural meaning clients attach to phenomena and to subsequently translate that cultural knowledge into meaningful practice that facilitates client empowerment, strengthens the therapeutic alliance, and enhances counseling outcomes. A continuum of broaching behavior is described, and parallels are drawn between the progression of broaching behavior and the counselor's level of racial identity functioning.

School counselors play a vital role in meeting the needs of gifted students in their buildings. However, because there is a lack of structured, standardized, and empirically tested best practices for counseling gifted students, school counselors may not know how best to serve this unique population. The purpose of this study was to investigate gifted and talented adolescents’ experiences with the counseling techniques, strategies, and approaches most frequently cited in the gifted education literature in order to determine if any of these best practices were actually occurring. Few of these best practices were experienced by gifted and talented adolescents surveyed. School counselor preparation programs should consider providing training curriculum that addresses issues unique to the learning and development of gifted students. Putting the research to use School counselors play an integral role in supporting the talent development of gifted students. While there is an abundance of suggested best practices in counseling the gifted in the literature, there are few studies which ascertain if the suggested best practices are being provided by school counselors or the relationship between the gifted student and their counselor. This study was designed to enlighten both the fields of school counseling and gifted education as to what students are experiencing with their school counselors, what if any best practices are being delivered, and what programmatic options gifted students would like to see in their high schools. Findings indicate that few of the best practices are being experienced by high school students. Hence, while future research is needed to further explore this disconnect, the critical issue is the need for school counselors to have more exposure to these best practices in their preparation programs and beyond.

The hypersensitive response (HR) triggered on Nicotiana edwardsonii by tobacco mosaic virus was studied using a modified viral genome that directed expression of the green fluorescent protein. Inoculated plants were initially incubated at 32°C to inhibit the N gene-mediated HR. Transfer to 20°C initiated the HR, and fluorescent infection foci were monitored for early HR-associated events. Membrane damage, which preceded visible cell collapse by more than 3 h, was accompanied by a transient restriction of the xylem within infection sites. Following cell collapse and the rapid desiccation of tissue undergoing the HR, isolated, infected cells were detected at the margin of necrotic lesions. These virus-infected cells were able to reinitiate infection on transfer to 32°C, however, if maintained at 20°C they eventually died. The results indicate that the tobacco mosaic virus-induced HR is a two-phase process with an early stage culminating in rapid cell collapse and tissue desiccation followed by a more extended period during which the remaining infected cells are eliminated.

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